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Marketmakers : eles são úteis no Brasil? / Marketmakers: are they useful in Brazil?Lengler, Gustavo Maltez January 2010 (has links)
Este trabalho procura descrever e analisar a importância dos formadores de mercado e os objetivos das empresas que contratam os marketmakers na Bolsa de Valores de São Paulo (BOVESPA). Ele apresentará algumas características da legislação brasileira e informações a respeito deste mercado no Brasil para, através de ferramental estatístico, analisar se um formador de mercado pode trazer aumento de valor para os ativos bem como diminuição de volatilidade. Através de busca no sítio da BOVESPA de janeiro de 2002 a janeiro de 2010, foram analisadas 98 empresas de capital aberto na BOVESPA e após exclusões por falta de dados para montar a janela de eventos ou insignificância dos coeficientes, a análise se concentrou em 57 ativos. Foram elaboradas duas janelas de eventos (2 dias e 11 dias) e os resultados apontaram que há uma diminuição da amplitude diária, sugerindo a diminuição de volatilidade, e dessa forma, redução de riscos ao investidor, mas por outro lado, não há estatisticamente uma evidência de que há retornos anormais significativamente diferentes de zero quando da entrada de um formador de mercado tampouco quando da saída do marketmaker, exceto no retorno acumulado quando da saída do formador mercado da janela de eventos de 11 dias, com resultado positivo em 4.79%. Entretanto, mesmo com pouca significância estatística, todos os resultados podem estar indicando um eventual aumento (diminuição) da assimetria informacional quando da entrada (saída) do formador mercado. / This dissertation wants to analyze the importance of the marketmakers and describe the companies‟ goals when they decide to hire marketmakers in Brazilian stock Market Exchange (BOVESPA). After presenting the Brazilian legal environment and available data, the analysis focus on an event-study looking for changes in volatility using the daily amplitude as a proxy and the positive(negative) abnormal returns when hiring(rescinding) marketmakers. From January 2002 to January 2010, 98 enterprises were analyzed and after exclusions due to lack of data for event-study window estimation or coefficient non-significance , the analysis was concentrated on 57 assets. Two event-windows were created for this work (2 and 11 days) and results suggest volatility reduction when marketmaker services are being provided. However, there are no statistical evidence of abnormal returns due to the marketmaker, except for the 11-day-event-study when marketmakers stop providing the service, with a positive result of 4.79%. However, results tend to show with little significance an increase (decrease) of information asymmetry when marketmakers starts(stops) providing their services.
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Prototype Maker : Ett prototypverktyg för mjukvaruindustrinBjärneryd, Johan, Carvajal, Jhonny January 2009 (has links)
Rapporten handlar om framställningen av ett prototypverktyg för konsultfirman Logica. Marknaden har idag ett stort behov av ett prototypverktyg och det är en lösning på det problemet som vi utvecklat. Utvecklingsarbetet är utfört i Java och har resulterat i ett program som kan rita upp prototyper och ett som kan visa och köra prototypprojekt. Projektets syfte har varit att effektivisera Logicas arbetssätt och tillgodose ett behov av en mjukvara som är avsett för att skapa och hantera prototyper av mjukvarusystem. Därutöver har projektet syftat till att erbjuda Logicas kunder mervärde då de får en körbar prototyp av det system de överväger att köpa.
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Coworking y Maker Space en Lima Moderna: un estudio de factibilidadIkeda Tsukazan, Lucía Midori 25 October 2019 (has links)
El presente documento presenta un Plan de Negocios para la implementación de un Coworking space con Maker spaces, ubicado en el distrito de Jesús María en una zona bien ubicada, teniendo en cuenta el grupo objetivo al que va dirigido.
Los cambios en el estilo de trabajo de las empresas y en la forma en la que los alumnos de universidades estudian, genera una necesidad de espacio adecuado en el que puedan trabajar o estudiar de manera grupal como individual, y con el beneficio de que puedan conocer a otros alumnos o profesionales con los que intercambien ideas, hagan networking y hasta puedan desarrollar proyectos en conjunto.
La propuesta de valor de GreenHub incorpora este espacio ideal y se diferencia de la competencia en la gestión de experiencia del usuario, la cultura de servicio y la oferta de comodidad y de productos diseñados para satisfacer las necesidades particulares del grupo.
La inversión inicial se estima en 200,000 soles aproximadamente, que incluyen gastos de puesta en marcha, capital de trabajo e inversión en activos fijos. De acuerdo con el análisis financiero, se evidencia un VAN positivo que supera los 70,000 soles con una tasa de descuento del 15.37%. Los márgenes brutos que resultan son positivos desde el primer año, lo que permite afirmar que el proyecto es viable. / The following document features a Business Plan to implement a Coworking Space with Maker Spaces, which will be located in the Jesus Maria District. It is a strategically located area considering the target groups which it is aimed toward.
Both the changes in working styles in the current companies and the way in which college students study, create a need for an appropriate space where companies and students can perform as a group as well as individually. Furthermore, there is the benefit of meeting professionals and students in order to exchange ideas, do networking and even develop projects together.
GreenHub´s value proposition is to bring this ideal space and differentiate itself from its competitors. These differentiations come in the form of managing customer experience, service related to company culture, the offering of comfort and products designed to satisfy the specific needs of the group.
The starting investment would start at approximately 200,000 soles, which includes the cost of starting operations, working capital and investment in fixed assets. Based on the financial analysis, there is a positive NPV which surpasses 70,000 soles with a discount rate of 15.37%. It is estimated that the gross margins will result in positive outcomes the first year, which proves that the project is feasible. / Trabajo de investigación
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The resilient child : emotional spaceMills, Michelle M. January 2014 (has links)
Dissertation (MArch(Prof))--University of Pretoria, 2014. / Architecture / MArch(Prof) / Unrestricted
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Mississippi State University's Makerspace: Founding of The FactoryPatton, Bryan James 07 May 2016 (has links)
This paper discusses the creation of a makerspace on Mississippi State’s campus. A makerspace is a location that provides prototyping and design tools, and is made available to students, faculty, and staff. The process of starting, staffing, and funding the space are discussed, as well as, the liability of operating the space. The paper outlines the operation of the space as a student organization partnered with the university, and the unique approach of networking existing campus resources into a shared organizational structure.
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Richard Powers’s <i>The Echo Maker</i> and the Trauma of SurvivalPotkalitsky, Nicolas Joseph 28 March 2011 (has links)
No description available.
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Understanding the Emerging Trend in the Craft Beverage MarketFitzgerald, Patrick 10 June 2016 (has links)
No description available.
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METODOLOGÍA PARA INTEGRAR EL DISEÑO EN UN PROCESO CURRICULAR STEAM A TRAVÉS DEL USO DE LAS NUEVAS TECNOLOGÍAS CREATIVASAzcaray Fernández, Joseba Koldobika 02 September 2019 (has links)
[ES] La entrada al s. XXI ha supuesto cambios tecnológicos que han influenciado los estilos de vida llevando a cabo una transformación de la sociedad más joven hasta la más adulta, abriendo nuevas perspectivas de investigación y paradigmas educativos.
A lo largo de la historia, se ha demostrado el potencial creativo y de innovación que poseen los niños a la hora de resolver determinadas situaciones, pero a su vez, la capacidad de perderlo si no es gestionado adecuadamente. Inmersos ya en la cuarta revolución industrial, las nuevas herramientas tecnológicas sugieren retos innovadores hacia la búsqueda de soluciones de los problemas planteados en el marco de la enseñanza.
Esta investigación plantea el diseño de un escenario basado en el movimiento maker y FabLab, donde los alumnos y profesores tengan opciones de aprendizaje a partir del uso de la fabricación digital, impresión 3D y la robótica educativa como herramientas para generar ideas creativas e innovadoras.
Para llevar a cabo una integración de las técnicas del área de la creatividad, se realiza un estudio a partir de estrategias relacionadas con el diseño. Se presenta el concepto design thinking como una metodología dirigida a la resolución de problemas donde los estudiantes estarán capacitados para desarrollar nuevas ideas, construirlas y llevar a cabo una experimentación basándose en los conocimientos adquiridos en las aulas.
Se elabora un enfoque donde tanto los docentes como los alumnos adquieren un nuevo rol de diseñadores. Para ello se establece un escenario, que, apoyado desde diversos informes internacionales, se analiza la innovación de la educación desde la nueva tendencia educativa multidisciplinar STEM (acrónimo del inglés Science, Technology, Engineering, & Mathematics) y cómo las distintas instituciones y políticas educativas comienzan en el desarrollo de nuevas herramientas y métodos basados en estrategias de diseño para ofrecer y generar modelos y tácticas curriculares.
Como consecuencia, se analiza la evolución del concepto STEM to STEAM y cómo la integración del término Art (A) favorece el nexo creativo entre disciplinas de ciencia y tecnología. A modo significativo, destaca la importancia de utilizar estrategias basadas en el diseño y la creatividad como una prioridad en la búsqueda de soluciones.
Para llevar a cabo esta gestión multidisciplinar, se desarrolla la metodología DiTec, implicando estrategias basadas en el design thinking como una guía creativa hacia la búsqueda de soluciones y el uso de las nuevas tecnologías como el medio curricular para experimentar ideas y generar conocimiento.
Con el fin de validar la investigación, se realiza tres casos prácticos donde la metodología DiTec ha posibilitado estandarizar y dar viabilidad al concepto STEAM y cómo el diseño se establece como una futura disciplina proyectual. / [CA] L'entrada al s. XXI ha suposat canvis tecnològics que han influenciat els estils de vida duent a terme una transformació de la societat més jove fins a la més adulta, obrint noves perspectives de recerca i paradigmes educatius.
Al llarg de la història, s'ha demostrat el potencial creatiu i d'innovació que posseeixen els infants a l'hora de resoldre determinades situacions, però alhora, la capacitat de perdre'l si no és gestionat adequadament. Immersos ja en la quarta revolució industrial, les noves eines tecnològiques suggereixen reptes innovadors cap a la recerca de soluci-ons dels problemes plantejats en el marc de l'ensenyament.
Aquesta investigació planteja el disseny d'un escenari basat en el moviment maker i FabLab, on els alumnes i professors tinguin opcions d'aprenentatge a partir de l'ús de la fabricació digital, impressió 3D i la robòtica educativa com a eines per generar idees creatives i innovadores.
Per dur a terme una integració de les tècniques de l'àrea de la creativitat, es realitza un estudi a partir d'estratègies relacionades amb disseny. Es presenta el concepte design thinking com una metodologia dirigida a la resolució de problemes on els estudiants estaran capacitats per desenvolupar noves idees, construir-les i dur a terme una expe-rimentació basant-se en els coneixements adquirits a les aules.
S'elabora un enfoc on tant els docents com els alumnes adquireixen un nou rol de dis-senyadors. Per a això s'estableix un escenari, que, amb el suport des de diversos in-formes internacionals, s'analitza la innovació de l'educació des de la nova tendència educativa multidisciplinària STEM (acrònim de l'anglès Science, Technology, Engine-ering, & Mathematics) i com les diferents institucions i polítiques educatives comen-cen en el desenvolupament de noves eines i mètodes basats en estratègies de disseny per oferir i generar models i tàctiques curriculars.
Com a conseqüència, s'analitza l'evolució del concepte STEM to STEAM i com la inte-gració del terme Art (A) afavoreix el nexe creatiu entre disciplines de ciència i tecno-logia. A manera significativa, destaca la importància d'utilitzar estratègies basades en el disseny i la creativitat com una prioritat en la recerca de solucions.
Per dur a terme aquesta gestió multidisciplinària, es desenvolupa la metodologia Di-Tec, implicant estratègies basades en el design thinking com una guia creativa cap a la recerca de solucions i l'ús de les noves tecnologies com el mitjà curricular per experi-mentar idees i generar coneixement.
Per tal de validar la investigació, es realitza tres casos pràctics on la metodologia Ditec ha possibilitat estandarditzar i donar viabilitat al concepte STEAM i com el disseny s'estableix com una futura disciplina projectual. / [EN] The entry into the 21st century has supposed technological changes that have influenced modern life, undertaking this way a transformation of both the younger and the elder generation and opening the scope for new prospects of research and educational paradigms.
Throughout history it has been illustrated the creative and innovative potential that children possess while facing and solving certain situations, but this ability may also vanish if it is not adequately managed. Already immersed in the Fourth Industrial Revolution, new technological tools suggest innovative challenges towards the search of solutions concerning to issues raised within the framework of formal education.
This research presents the design for a scenario based on the maker movement and FabLab, where both students and teachers have available learning options from the use of digital fabrication, 3D printing and Educational Robotics as tools for the generation of creative and innovative ideas.
In order to carry out the integration of techniques concerning the field of creativity, the research is guided through active strategies related to design. The concept of de-sign thinking is presented as a methodology focused on problem solving in which the students will be able to develop new ideas, construct them and carry out a testing, looking into the acquired knowledge inside the classrooms.
For that, a new approach is elaborated; in this approach teachers and students acquire a new role as knowledge and learning designers. It establishes a context that, supported by diverse international reports, analyses the innovation of education from the point of the new STEAM (Science, Technology, Engineering, Art & Mathematics) educational tendency and how different institutions and education politics start within the development of new tools and methods based on design strategies to offer and generate curricular models and tactics.
The study analyses the evolution of 'STEM to STEAM' and how the inclusion of the term 'A' favours the creative link among disciplines of science and technology. The importance of using design-based strategies and the creativity as a priority for solution searching is highlighted in a meaningful way.
In order to conduct this multidisciplinary management, DiTec methodology is developed, involving strategies based on design thinking as a creative guide towards the search of solutions and the use of new technologies as the curricular vehicle to experiment ideas and generate knowledge.
To validate this research, three practical cases are performed, in which DiTec method-ology has allowed for standardization and for the viability of STEAM concept and how the term design is established as a future curricular discipline. / Azcaray Fernández, JK. (2019). METODOLOGÍA PARA INTEGRAR EL DISEÑO EN UN PROCESO CURRICULAR STEAM A TRAVÉS DEL USO DE LAS NUEVAS TECNOLOGÍAS CREATIVAS [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/125704
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Game skeletons in Game Maker for the course Design and Programming of Computer GamesMuaweyah, Amer January 2009 (has links)
<p>This report is written as a summary of the solution to the problem that the staff for the course TDDD23 at the Swedish university Linköpings universitet wanted two computer game skeletons. One for a scrolling shooter game and one for a strategy game. The games the staff wanted were to be like two existing games. The scrolling shooter was to be like the scrolling shooter from the tutorial GM Tutorial Scrolling Shooter[1]. The strategy game was to be like an existing game called Ancient War[2]. There were some additional requirements that the games had to fulfill. The games were created using Game Maker. It is an easy to use program for creating small computer games. The result of the project was two game skeletons. One for a scrolling shooter game and one for a strategy game. The skeletons were according to the requirements stated.</p>
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A Teacher’s Adoption of Maker-Centered Learning: A Phenomenological Case StudySchad, Michael L 01 January 2019 (has links)
The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the lived experience of chemistry teacher as she integrated the maker-centered learning framework into her chemistry classroom.
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